Abstract
Objective The present study sought to explore the feasibility and effectiveness of lecture-based learning (LBL), task-based learning (TBL) and problem-based learning (PBL) in clinical nursing teaching of department of cardiology. Methods A total of 139 practice nurses in the department of cardiology from September 2012 to September 2013 were divided into the control group and the experiment group according to random number table. The control group consisted of 68 practice nurses received traditional to one education model, while 71 practice nurses were included in the experiment group with diversified teaching methods of LBL, TBL and PBL. Results The theoretical and practical exam results of experiment group were (91.8±3.6) and (92.4±2.9), which were significantly higher than those in the control group (t=7.89, 5.51, respectively; P<0.05). The satisfaction of teaching in the experiment group was 84.5%, compared to 61.8% in the control group, the difference was statistically significont (u=2.1, P<0.05). Conclusions Diversified teaching methods of LBL, TBL and PBL can improve the effect of teaching, and was identified by practice nurses and clinical teachers. Key words: Clinical practice; Department of cardiology; Diversified teaching methods; Nursing students
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